Violence against LGBTI+ youth in formal and non-formal educational settings is a significant concern. The lack of evidence-informed training for educators exacerbates this problem. This study, rooted in communicative methodology and community science, assesses the impact of training workshops designed to equip educators with evidence-based strategies, specifically focusing on bystander intervention and the dialogic model of violence prevention. The research question guiding this study is: Does this evidence-based training on the upstander approach impact participants, increasing their confidence and empowerment, and making them more likely to transfer knowledge and skills to their professional contexts? The study aims to contribute scientific evidence to improve the lives of LGBTI+ youth, aligning with Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality). The researchers adopted a positionality acknowledging the social construction of gender and the impact of power relationships on the experiences of LGBTI+ individuals. The study uses a mixed-methods approach, combining quantitative data from pre- and post-questionnaires with qualitative data from semi-structured interviews to provide a comprehensive understanding of the training's impact.

The literature review examines existing research on violence against LGBTI+ youth, its consequences (including isolating gender violence), and evidence-based prevention strategies. It highlights the inadequacy of current educator training and the need for evidence-based interventions. The review emphasizes the importance of bystander intervention, particularly the dialogic model of violence prevention and resolution, which fosters community accountability and promotes positive relationships. The literature also underscores the value of community science, which involves non-scientific people in the research process to ensure relevance and impact. Finally, the review identifies a research gap: the lack of evidence on the impact of co-created, evidence-based bystander intervention training specifically designed to prevent violence against LGBTI+ youth.

This study employed a pre-experimental pretest-posttest design with a single group of participants (educators) who received the training intervention. The 10-hour training was divided into two or three sessions and included individual tasks. The training content encompassed five modules: LGBTI+ concepts and violence, digital violence, the bystander intervention approach, the roots of violence, and community involvement in prevention. The training used a dialogic approach, encouraging questions and the sharing of experiences. Some sessions included a dialogic brainstorming on protecting upstanders and preventing isolating violence. Data were collected using pre- and post-training questionnaires (208 total responses), and semi-structured interviews (12 participants). The questionnaires used Likert scales and multiple-choice questions. The interviews focused on participants' personal and professional experiences and the training's impact on their upstander actions. The instruments were co-created with an advisory committee of non-researchers, including educators, activists, and LGBTI+ representatives. This community science approach ensured the relevance and inclusivity of the research. Data analysis involved a combination of quantitative and qualitative techniques. Quantitative data were analyzed using descriptive statistics. Qualitative data from questionnaires and interviews were analyzed thematically, focusing on categories related to training assessment, awareness, empowerment, and workplace impact. Ethical considerations included obtaining informed consent from all participants and ensuring data confidentiality.

The overall assessment of the training was highly positive (9.1 out of 10). Participants demonstrated significant increases in awareness of violence against LGBTI+ youth and their preparedness to intervene. Knowledge of bystander intervention increased dramatically (from 28.8% to 95.6% of respondents understanding the concept). The training significantly improved participants' awareness of effective strategies to combat violence, with a substantial increase in the percentage of respondents who could identify evidence-based practices. Importantly, there was a marked decrease in the selection of ineffective strategies, such as focusing solely on the aggressors. Participants reported significantly increased confidence (97.6%) in implementing upstander actions in their professional contexts. Qualitative data highlighted the importance of the dialogic approach, the value of evidence-based information, and the transformative potential of the training. Participants reported plans to implement upstander actions in their organizations and classrooms, including direct intervention, opening dialogue spaces with colleagues and students, and using the provided resources for further training. The training empowered participants to address violence against LGBTI+ youth more effectively. The increase in confidence was due in part to having access to reliable scientific data and successful strategies. Many participants noted a shift in their approach, moving from a focus on perpetrators to empowering bystanders. The training also raised awareness of isolating gender violence (attacks on those who intervene) and the importance of creating support networks. The training spurred discussions about LGBTI+ issues within educational settings and encouraged the sharing of resources and strategies among participants.

The findings strongly support the effectiveness of evidence-based training in empowering educators to prevent violence against LGBTI+ youth. The significant increases in knowledge, confidence, and intention to act demonstrate the training's positive impact. The shift away from focusing solely on aggressors to empowering bystanders aligns with current research promoting effective approaches to violence prevention. The inclusion of a dialogic approach and community science principles enhanced the training's relevance and impact. The results highlight the importance of providing educators with the knowledge, skills, and confidence needed to create safer and more inclusive environments for LGBTI+ youth. The open-access nature of the training materials ensures broad dissemination and potential for widespread impact. The study’s limitations are addressed in the conclusion.

This study provides compelling evidence for the effectiveness of evidence-based bystander intervention training for educators in preventing violence against LGBTI+ youth. The training increased participants' knowledge, confidence, and intention to take upstander actions. The study highlights the value of community science and dialogic approaches in designing and delivering such training. Future research should focus on evaluating the long-term impacts of the training on actual bystander behavior and violence reduction. Additionally, future studies could explore the effectiveness of this training in diverse educational settings and cultural contexts.

Several limitations should be considered when interpreting the findings. First, the pre-experimental design limits the ability to make strong causal inferences. Second, the sample size, although substantial, was not nationally representative, potentially limiting generalizability. Third, the reliance on self-reported data might lead to response bias. Fourth, the limited duration of the follow-up period prevents a comprehensive assessment of the long-term impact of the training. Fifth, the questionnaire could have included more hoax statements to better assess the overcoming of non-scientific approaches. Finally, individual identification in the questionnaires could have enabled a better comparison of pre- and post-test responses. Future studies should address these limitations through more rigorous designs, larger and more diverse samples, and longer-term follow-up periods.